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Student teacher professional agency in the practicum
Margaret Turnbull
Abstract
Teachers are expected to be active professionals in their work. Consequently,
the development of professional agency in student teachers is an important
dimension in teacher education. This paper reports on a study where the practice
of six early childhood student teachers enrolled in a Bachelor of Education
(Teaching) was analysed by means of a triadic assessment process to find that
only three of the student teachers were deemed to have operated with
‘professional’ agency. Factors, that were perceived to have contributed to or
detracted from professional agency, are revealed through an examination of the
intersections of practice between the student teachers, associate teachers and
visiting lecturers. However, when the practice of the six student teachers was
analysed using Giddens’ (1984) concept of agency, each was found to have
operated with agency. Stemming from the latter analysis, a model to promote
professional agency in student teachers is constructed, and a revised concept of
professional agency for student teachers is presented.
Teachers are urged to utilise agency in their professional workplace (Edwards, 2001;
Edwards & Brunton, 1993; Smyth, 1989, 1991; Smyth & Shacklock, 1998). They are
encouraged to be active professionals (Sachs, 2000) and advised to maintain their
agency by engaging in reflective practice (Smith, 1999). However, there is a dearth of
reference to agency for student teachers. Nevertheless, if teachers are expected to be
active agents in their profession then the development of professional agency in
student teachers as beginning professionals is essential. Accordingly, this paper,
prompted by matrix element 5.11 in the underpinning philosophy of the Auckland
College of Education Bachelor of Education (Teaching) stating that graduates will
“demonstrate capacity to exercise professional agency with relation to the systems and
structures with which they engage” (Auckland College of Education, 1996, p. 19),
explores the notion of professional agency for six student teachers in their final
practicum of 2000.
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The Participants and Method
The participant sample was six Auckland College of Education Bachelor of Education
(Teaching) early childhood student teachers of European descent aged from 20 to 42
years; their assigned associate teachers of mixed ethnicity aged from 38 to 55 years;
and their visiting lecturers of mixed ethnicity aged from 28 to 67 years. All the
respondents were female. By chance, one visiting lecturer was the designated visiting
lecturer for three of the student teachers. Each research respondent chose a
pseudonym in order to maintain anonymity and confidentiality, and these are used in
this study. Working in a qualitative mode of inquiry (Cohen & Manion, 1994), semistructured interviews (Fontana & Frey, 1994) were undertaken with each of the
research participants, before and after the student teachers’ final practicum. All
interviews, with participants’ permission, were audiotaped and transcribed. Also, the
student teachers’ daily reflections on practice were used as documentary evidence of
their professional engagement in the practicum.
In collaboration with colleagues and students, a working definition of professional
agency was articulated after the final practicum of 1999. However, when, by means of
a triadic assessment process, that definition was applied to the practice of six student
teachers in their final practicum of 2000, only three of these student teachers were
deemed to have operated with professional agency. Also, through an examination of
the intersections of practice between the student teachers, associate teachers and
visiting lecturers, factors perceived to have contributed to or detracted from
professional agency were revealed.
Seeking greater insight into how the capacity for professional agency might be
developed in all of the student teachers, the concept of agency was further explored.
Various perspectives on agency (Butler, 1996; Davies, 1991; Gibson, 1984; Jary &
Jary, 1991; St Pierre, 2000; Weedon, 1987) were examined and Giddens’ (1984)
notion of agency inherent in his theory of structuration was selected as a means of
analysing the practice of the student teachers. Structuration theory was chosen as it
not only provided a comprehensive perspective of agency, but also offered a view of
the practicum as a social system (Turnbull, 2002). Moreover, Giddens’ structuration
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theory was recommended by Shilling (1992) as a useful means of educational
analysis.
When the practice of the student teachers was analysed using Giddens’ (1984)
concept of agency, each was found to have operated with agency. Arising from
Giddens’ view on agency a model to promote “professional” agency in student
teachers is constructed, and the notion of professional agency is revisited.
Teachers and Agency
Although there is no mention of the term ‘professional agency’ in relation to teachers
in the literature there is reference to the development of agency in teachers. For
example, Smyth and Shacklock (1998) discussed the need for human agency in
relation to teachers’ struggle to be heard. Edwards and Brunton (1993) believed that
teachers should be empowered to engage with the language of education, to dialogue
with their peers, and to become fully effective participants in the discourse of
education. They emphasised that teachers should become “active agents in the
production of a new pedagogic discourse” (p. 156) rather than functioning as
consumers of knowledge produced by academics and educational researchers.
Tickle (1994) considered that through reflective practice teachers would become
agents of change. Likewise, Smith (1999) believed that teachers should celebrate their
knowledge base and maintain active agency in their professional work through
engaging in reflective practice. Butler (1996) concluded that with regard to the
professional development of teachers, “a model of human agency must show how
reflection, knowledge, action and the self are related” (p. 269).
Embedded in his work on political change Linzey (1998) alleged that teachers must
participate in professional discourse about their model of professional practice in
order to maintain professional integrity. He emphasised that at all times, personal
professional objectives, values, and beliefs must be open to challenge. Sachs (2000)
promoted the idea of activist professionalism that requires risk taking and working
collectively and strategically with others (Sachs, 2000). In similar vein, Edwards
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(2001) introduced the notion of “deliberative agency” based in a social constructivist
framework as a means of enhancing both pedagogy and professionalism.
Student Teacher Professional Agency in the Practicum
In the absence of a definition of professional agency, the following working definition
was articulated as the standard against which the professional agency of student
teacher participants in this study would be assessed by means of a triadic viewpoint.
Professional agency in the final practicum signifies that the student teacher
feels capable of operating competently within the systems and structures of the
practicum environment. The student teacher interacts effectively in all facets
of professional practice; articulates, theorises and critically reflects upon
practice; and exercises moral choice and political capacity in applying
pedagogical principles based on a developing but clearly defined professional
philosophy. The student teacher operates as a team member, is collaborative,
and is free, in the main, from feelings of dominance, dependence, or
compliance.
The triadic assessment process (Turnbull, 1999), involves the professional judgement
of the student teacher, associate teacher and visiting lecturer in determining whether
the criteria for assessment have been demonstrated. Pertinent to this study, Table 1
illustrates a summary of the results of the triadic assessment of student teacher
professional agency in the practicum.
TABLE I. Summary of the triadic assessment of student teacher professional agency
Student
Teacher
Student Teacher
Professional Agency
Visiting
Lecturer
Krystal
Definitely
Elsie
Kalara
Yes, I did
Jessica
Student Teacher
Professional
Agency
Associate
Teacher
Student Teacher
Professional
Agency
Yes
Sally
I knew it!
Ella
Yes
Esther
I do. Definitely
Mainly
Elsie
In a sense, yes
Twinkle
Not initially
Michelle
Yes
Huia
Yes
Penny
Yes
Mary
Yes (but)
Pat
Partially
Adrienne
Definitely
Bella
Not in the way I
wanted
Elsie
Yes
Caprine
Yes
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As illustrated in Table 1 the triadic assessment results indicated that only in the cases
of Krystal, Kalara and Michelle was there a clear and consistent opinion that
professional agency had been achieved. Mary found that, because she was a student
teacher, she held back on expressing her views at times. Also, Pat, her visiting
lecturer, considered that Mary, due to gaps in her knowledge and practice, had only
partially achieved professional agency. In Jessica’s case, all three assessors had areas
of reservations. Bella did not achieve all that she had hoped for in her vision for the
practicum, although both her visiting lecturer and associate teacher found her to have
achieved the elements in the working definition. The summative triadic assessment
indicated that only in the cases of Krystal, Kalara and Michelle was professional
agency achieved without doubt in the judgement of the triad of assessors. However, it
is not known to what effect the professional judgement of the assessors was swayed
by phenomena such as the “Pygmalion effect” (Rosenthal & Jacobson, 1968).
Factors Perceived to have Contributed to or Detracted from Student Teacher
Professional Agency
An examination of the intersections of practice between the student teachers, visiting
lecturers, and associate teachers revealed, from the perspective of those actors, factors
that contributed to or detracted from student teacher professional agency. These
factors were further grouped into four main categories (see Table 11):

The practicum learning environment

Student teacher professional knowledge

Professional relationships and communication skills

Student teacher professional dispositions
The Practicum Learning Environment
All of the student teachers in this study felt welcomed into the practicum
environment, supported by the associate teacher and, in most instances, accepted as a
team member. For example Krystal said, “I immediately felt completely accepted and
valued as a team member.” The importance of student teacher welcome into the
practicum environment and acceptance as a team member is acknowledged in a
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number of studies (Fleet & Clyde, 1993; Hagger, Burn & McIntyre, 1995; Hayes,
1998, 2001). I suggest that a feeling of belonging to the team also contributes to the
student teacher’s sense of professional identity in the social system of the practicum.
In addition, acceptance as a team member acknowledges the student teacher as an
adult learner and allows for self-direction in learning (Jarvis, Holford & Griffin,
1998), self-assessment of practice (Biggs, 1999), and recognition of previous
experience and prior learning including the notion of mutual respect (Boud, 1993;
Groundwater-Smith, 1999).
Pedagogical tact or awareness that learning and teaching are emotional practices is
intrinsic to the concept of good teaching (Hargreaves, 1998). Although the data
analysis showed evidence of challenge to student teacher practice (Le Cornu, 1999;
Martinez, 1998), the predominant culture was one of support indicating the
empathetic understanding of the associate teachers. Kalara said, “I appreciated the
support and encouragement from Esther. She let me know that I could say anything –
be it of a positive or negative nature. She was accepting and challenged me to talk
about issues.”
However, within the learning environment of some of the centres there were also
factors that were perceived to have detracted from student teacher professional
agency. In one centre the associate teacher was frequently absent and there appeared
to be a lack of a model for planning. These concepts are aligned with the notion of
neglectful supervision described by Cameron and Wilson (1993). In other instances
detracting factors included the negative attitude of some staff members. Kalara
experienced opposition from a staff member in relation to values about practice,
“when you have a staff member who is opposing you or what you believe in or want
to try, you have to come to a middle ground.” Kalara strategised, “I produced readings
from College so that she could think about her practice and I could think about mine.”
As disclosed, Michelle coped with internal conflict among the staff in the
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TABLE II. Factors perceived to have contributed to or detracted from student teacher professional agency in the final practicum
Categories
Factors perceived to have contributed to professional
agency
Factors perceived to have detracted from professional
agency
The practicum learning environment






Welcome into the centre
Positive learning environment
Empathetic and supportive associate teacher
Effective role-modelling by associate teacher
Being accepted and valued as a team member
Effective team and collaborative practice







Associate teacher absence
Lack of planning model in centre
Lack of appropriate feedback
Negative attitude of staff members
Internal staff conflict in centre
Dominance of associate teacher
Invisible line between being student and teacher
Student teacher professional knowledge

Feeling and being confident about professional
knowledge and ability
Effective pedagogical practice
A well-defined philosophy of practice
Ability to reflect critically on practice
Awareness of the socio-political context of the
centre






Gaps in knowledge about assessment
Unclear about some learning outcomes
Gaps in practical application of knowledge in
some curriculum areas
Lack of practice in mat-time
Lack of practical teaching resources
Lack of a well-defined professional philosophy

Effective oral and written communication skills
Effectiveness in interpersonal relationships
Ability to engage in collaborative practice
Ability to interact effectively in a culturally
diverse context
Establish mutual respect in relationships






Self-deprecating body language
Lack of social skills in interpersonal relationships
Poor written communication
Lack of ability in conflict management
Lack of negotiation skills
Lack of ability to give and receive feedback

Positive personal professional dispositions

Adverse personal professional dispositions




Professional relationships and communication skills
Student teacher professional dispositions




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Centre. Bella talked about “the dominance of my associate teacher.” She explained, “I
never felt that she was dominating me and wouldn’t like her to think she was. I didn’t
feel dependent, maybe compliant is another word.”
These examples are indicative of political and emotional tensions to be found in adult
relationships (Hargreaves, 1998; Tennant, 1991). They are, nonetheless, difficult for
student teachers to contend with during the short-term practicum situation. As in a
study reported by Hayes (1998), the student teachers in this study appeared to cope
with the negative situations that they encountered. Nevertheless, they found that
dealing with such situations detracted from their professional agency. Also, in the
instance of the dominance of the associate teacher, it appeared that the student teacher
was philosophically and strategically unprepared for this situation.
Lack of appropriate feedback was another factor that detracted from student teacher
professional agency in this study. Bella said, “I want feedback about my practice. It
would also have been nice to talk about my reflections and get some feedback from
what I was writing. Having that kind of communication is really valuable.” A
responsibility of the associate teacher’s role is to provide on-going feedback to the
student teacher with a view to supporting and developing high quality practice. Yet
there appeared, in some cases (for example, Jessica, Bella, Mary and Krystal), to be a
point beyond which neither the student teacher nor the associate teacher was prepared
to explore with regard to some aspects of practice. This phenomenon was consistent
with the findings of Wajnryb (1996) who discovered that supervisors used various
means to avoid discussing what they thought might be painful issues. On the other
hand, a concern for the maintenance of the supervisory relationship may have
contributed to the lack of feedback (Mayer & Austin,1999). It is also possible that
better communication from the student teachers (Camerson & Wilson, 1993) might
have increased the opportunity for professional agency for Jessica, Bella, Mary and
Krystal.
In some instances, the notion of a positive learning environment was marred by a
perceived invisible barrier between being a student teacher and a staff member. The
following examples illustrate this perception. Mary disclosed, “If I were an actual
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teacher, I wouldn’t have a dilemma about acting with agency because I would be part
of the staff – the tensions arose because I was a student and I didn’t feel I could say
anything.” Penny, an associate teacher, revealed, ‘I do look at a student differently
from a staff member coming in. When I have a staff member come in, from the first
day I have different expectations for them’. It appears that the phenomenon referred to
by Mary at one point as an “invisible line” existed in the thoughts of both associate
teachers and student teachers.
Student Teacher Professional Knowledge
After three years of study in the degree programme the student teachers deemed that
they were well prepared for the practicum and were confident in their knowledge and
abilities. Prior to the practicum, when asked if they considered that they could operate
with agency their responses included, “I feel capable of working competently,”
“You’ve got these guidelines, rules and principles. You follow them, and the theory
will work,” “I am pretty confident.” Post practicum there was evidence from associate
teachers that capacity to apply professional knowledge of curriculum and legislative
documents, ability to engage in effective assessment and planning to scaffold
children’s learning, and aptitude to reflect critically on practice contributed to the
professional agency of some of the student teachers. Associate teachers’ perceptions
included, “her strength was because of the theory and her use of essential curriculum
documents,” “ability to think critically,” “scaffolds children’s learning,” “plans
effectively, extends children’s learning, has ability to tap into the wider community.”
However, for other student teachers factors that detracted from their professional
agency included gaps in professional knowledge and practical application, and lack of
a well-defined professional philosophy. Student teachers’ comments included, “my
own lack of knowledge in some areas,” “I found myself lacking when it comes to
music or art experiences”; visiting lecturers’ comments included, “their theory is great
- but they don’t know how to plan,” and associate teachers’ comments included,
“more experience needed in working with large groups,” “philosophy of practice
should be developed in written form.” It is to be expected that lack of a clear
philosophy, and deficit in knowledge and practice would be detrimental to
professional practice and to professional agency.
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Professional Relationships and Communication Skills
Effective communication skills and the ability to establish appropriate professional
relationships are fundamental to teaching, and essential to student teachers’ success
during practicum (Le Cornu, 1999; Martinez, 1998). For some student teachers in this
study the ability to give and receive respect, engage in collaborative practice,
articulate and discuss their philosophy and pedagogical practice, and interact
effectively in culturally diverse contexts were aspects of communication that
supported professional relationships with the children, staff and parents.
However, in other instances, due to staff conflict, the learning environment was
already tense and it was more difficult for the student teacher to achieve collaborative
practice. This was evident to a greater or lesser extent in the cases of Michelle, Kalara
and Mary. Nevertheless, staff dynamics constitute aspects of the socio-political and
cultural environment, and interpersonal conflict is a fact of life. Consequently, student
teachers must have opportunity to learn how to deal with such issues in their
professional practice. Also, each centre should have a process for dealing with
interpersonal conflict. It appeared that for some student teachers in this study greater
ability in implementing communication skills such as active listening, appropriate
body language, dealing with communication blocks, negotiation, and problem solving
might have improved their interactions with other adults in the practicum.
Student Teacher Professional Dispositions
Data analysis revealed that the associate teachers in this research appreciated the
positive professional dispositions displayed by the student teachers (Snook, 1992).
Antithetically, they were disconcerted by the anti-social dispositions that detracted
from the professional stance of some of the student teachers (Katz & McClellan,
1997). Table 111 illustrates the dispositions of student teachers that were perceived to
have contributed to or detracted from professional agency in their final practicum.
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TABLE III. Student teacher dispositions perceived to have contributed to or detracted from
student teacher professional agency in the final practicum
Student teacher dispositions perceived to have
Student teacher dispositions perceived to have
contributed to professional agency
detracted from professional agency

Initiative


Enthusiasm

Professional confidence

Disinclination to writing

Openheartedness to cultural diversity

Lack of personal discipline – staying up

Self-direction
late socialising and being under par in the

Diplomacy and tact
morning

Collaborative practice

Dry humour

Intrinsic motivation

Self-deprecating body language

Professional commitment

Off-hand body language

Quiet efficiency

Lack of initiative

Reflectivity

Negative attitude that appeared as a lack of

Mature approach

Openness

Sense of responsibility

Reliability

Sense of inquiry

Emotional stability

Tendency to think deeply about
A tendency to be self-satisfied resulting in a
lack of professional inquiry
professional commitment
professional practice
As this study did not set out to discover the dispositions that the student teachers
demonstrated it is difficult to ascertain the range of dispositions that were
demonstrated during practicum. However, both desirable and undesirable student
teacher dispositions were identified in this study.
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An Overview of Giddens’ Perspectives on Agency
In exploring how professional agency might be developed in student teachers,
Giddens’ concept of agency was applied to each student teacher’s perception of
practice and each was found to be an agent who operated with agency.
Giddens emphasised that human agents exist in time and space. Pertaining to this
perspective, the actors in this study were involved in a seven-week early childhood
practicum in 2000. Giddens sees all human beings as knowledgeable agents who have
reasons for their activities and who can ‘elaborate discursively upon those reasons’
(1984, p. 3). However, he considers the knowledgeability of human agents to be
contingent on three aspects of consciousness. The first, discursive consciousness, is
when the individual can articulate the reasons for actions with the degree of
rationality dependent on the ability of the actor to articulate her or his
knowledgeability. The second, practical consciousness is when the individual can
follow the rules of convention but not articulate those rules. It is important to note that
practical consciousness can move to discursive consciousness through appropriate
socialization and learning experiences. The third aspect of consciousness is when the
individual is unaware of motives for action. Giddens pointed out that agents
continuously monitor their own actions and those of the social and physical aspects of
their working environment. In face-to-face encounters actors observe the tacit rules of
behaviour as well as evaluate the competence of the other. Nevertheless, the process
of reflexive monitoring of action is also subject to the competence of individuals to
rationalise their actions as well as their ability to alter their actions in the light of new
discursive knowledge (Giddens, 1984).
The Student Teachers as Agents who Acted with Agency
When the practice of the student teachers in this study was analysed using Giddens’
notion of agency, each was found to have operated in her discursive consciousness, to
have demonstrated capacity to monitor her own actions and those of others, and to
have observed tacit rules of behaviour.
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However, the student teachers showed varying degrees of ability to operate in their
discursive consciousness. For example Karala articulated her perspective on a debate
about mat-time:
Then I thought, “if this was a real situation which side would I take”? I figured
that less mat-times would be in agreement with my philosophy – give children
more time to settle into things, to initiate their own activities, to stay with an
activity for as long as they wanted, or to move on if they were no longer
interested.
Krystal, on the other hand appeared to be less knowledgeable about mat-time than
Kalara. It seemed that she relied on her practical consciousness when demonstrating
knowledgeability about her practice:
I know in this practicum, I didn’t just stay in my comfort zone. I actually –
like beforehand, I thought, “I am never going to take a mat-time, I hate it, I
hate it.” But I did. I went out there and I guess, I went beyond my boundaries.
And definitely my confidence has increased.
All of the student teachers showed capacity to monitor their actions. For example,
Mary described her interaction with other staff members during a planning meeting
that had been called while the children were on holiday:
I didn’t want to just pick a strand of Te Whāriki (New Zealand early childhood
curriculum) out of mid air and say OK let’s do this one then. And I actually
said – “I could pick one up from what was happening before we went on
holiday, but I would rather wait until the children come back. We could see
where they were at, what was happening for them, and where their interests
were, and pick it up from there.”
There was evidence of the monitoring of the social and physical environment and
evaluation of the competence of others. This is an example from Kalara:
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The teacher wanted more mat-times, while my associate teacher was trying to
have less. I was really impressed by the way in which my AT dealt with the
situation – like, researching the literature on mat-time to back up her
perspective. It was hard dealing with the two sides. I felt it was their issue and
they had to deal with it.
With regard to the tacit rules of behaviour Jessica articulated her perspectives on the
boundaries of professional relationships and personal disclosures:
My associate teacher had something going on about her job and she told me
what she wanted to tell me. So, like, I still knew what was happening, but not
to the depth that the other teachers did. But that was her choice to let me in on
as much as she thought.
Michelle found herself in an environment where there was dissent among the staff
members but politeness in face-to-face encounters. She chose not to get involved in
the situation:
Face to face with her, they were fine, they were polite. But when she
disappeared, there was back-stabbing going on. It was quite a serious problem.
But I mean, face-to-face there was no argument. Personally – I tried to stay as
far away as possible from the whole thing.
Mary realised that she needed to be discreet in interactions with other staff members:
I wouldn’t say “oh for goodness sake, that’s a terrible way of doing things.”
Bella also chose to don a social mask of politeness:
On practicum, I wasn’t truly honest because - I couldn’t be honest – because I
didn’t want to devalue other people’s perceptions of what was happening.
Even in my reflection – because it was like, if I was truly honest, I would have
been critical and I didn’t want to upset anyone.
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In view of the fact that Bella’s associate teacher and visiting lecturer both thought that
she had operated with professional agency and had told her so, it is presumed that she
was genuine in her conscious desire not to upset anyone. Any unconscious motivation
for not doing so remains unknown.
The analysis also revealed that each student teacher acted with power in relation to
transformative capacity. Krystal took mat-time. Kalara analysed that, congruent with
her philosophy of practice, she would vote for less mat-times. Jessica contributed
knowledgeably to planning discussions, and tacitly acceded that there were
boundaries in professional relationships. Michelle chose to avoid being embroiled in
staff conflict. Mary held on to her values about planning for children’s learning, and
coached the other staff members into more appropriate practice. Bella, out of respect
for the feelings of others, decided not to reveal her true thoughts about what she
perceived to be happening in the centre. Thus, all of the student teachers were found
to be agents who operated with agency.
Although all of the student teachers in this study were depicted as agentic, only three
of them demonstrated capacity to operate with “professional” agency. Consequently,
It would appear that the extent to which student teachers might operate with
professional agency during their final practicum is dependent not only on the depth of
their professional knowledge but also their capacity to effectively apply professional
knowledge, skills, understandings and dispositions in the practicum context.
Conclusions
As previously argued if agency is an essential dimension in teachers’ professional
practice then the development of professional agency is important for student
teachers. Furthermore, arising from the findings of this study it is concluded that the
term professional agency in relation to student teachers implies a capacity for
effective action that is informed by appropriate professional knowledge.
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This study confirms that a positive and welcoming learning environment within the
practicum context contributes to student teacher success during the practicum. It also
reveals issues that prevail in some centres, thus highlighting a need for on-going
professional development for associate teachers. In addition, this study indicates the
necessity for tertiary educators to provide in-depth student teacher preparation for the
practicum so that opportunity to operate with professional agency is enhanced. With
regard to the student teachers in this study, it appears that if each of them had
appropriate opportunity to effectively develop knowledge and practice about
assessment, planning, and critical reflection, to develop dispositions necessary to
effective professional relationships, to practise communication skills including
negotiation and conflict resolution, and to develop a professional philosophy in
relation to pedagogical practice with adults as well as with children, they might all
have consistently operated with professional agency.
However, as Giddens observed, helping an individual to operate in her or his
discursive consciousness as opposed to practical consciousness increases the
competence of the person, and can be facilitated through appropriate socialisation and
learning experiences. Pursuant to Giddens’ theory, I argue that by providing
opportunity to develop professional knowledge in an emancipatory-construcivist
learning environment where the prevailing pedagogical approach is one that has ‘the
capacity to liberate students’ in that it “uncovers and reduces inequality”
(Vadeboncoeur, 1997, p. 2), a student teacher’s ability to articulate professional
knowledge would be enhanced. It follows that an increase in discursive competence in
relation to professional knowledge would contribute to the achievement of
professional agency. This concept is exemplified in Figure 1.
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to
discursive
consciousness
requires movement
from
practical
consciousness
An increase in
student teacher
professional
agency
Opportunity to
construct deep
understanding of
professional knowledge
Balance between
interpersonal
and intrapersonal
elements
This may be achieved by
an emancipatory constructivist
learning/teaching environment
that provides
Critical
reflection on
practice
Figure 1. A means of increasing student teacher professional agency
Figure 1 illustrates how student teachers’ professional agency might be increased
through appropriate social interaction in an emancipatory-constructive learning /
teaching environment where there is provision to scaffold understanding of
professional knowledge with significant others on one hand, and opportunity to
engage in critical reflection on practice on the other (Vadeboncoeur, 1997).
From the outset of their teacher education programme student teachers must be given
opportunity to develop a concept of professional agency that is supported by the
effective acquisition of appropriate professional knowledge, skills, understandings
and dispositions. Consideration of appropriate professional knowledge for teachers
will be governed by the values and practice that have currency within national
legislation pertaining to teacher education. With this in mind, I suggest that
professional agency in the early childhood practicum refers to the capacity of the
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Turnbull 26
student teacher to effectively apply appropriate professional knowledge, skills,
understandings, and dispositions in professional practice contexts.
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Acknowledgements: I thank Diti Hill for helpful suggestions in regard to this article
and also thank Lynne Anderson for her helpful comments.